通过对失败的协作反思来加强精神病学实习培训:关于培养成长心态的课堂行动研究
Warut Aunjitsakul1, Aimorn Jiraphan1, Katti Sathaporn1
1Department of Psychiatry, Faculty of Medicine, Prince of Songkla University, Hat Yai, 90110, Songkhla, Thailand.
BMC medical education
|July 2, 2025
概括
失败的展示 (EoF) 课堂通过鼓励对错误的反思,有效地培养了医疗学员的成长思维. 这种方法提高了医学教育环境中的学习和认知灵活性.
科学领域:
- 医学教育 医学教育
- 心理学 心理学 心理学
- 认知科学 认知科学
背景情况:
- 医学教育需要解决错误及其情绪影响.
- 增长的心态,将智能视为可塑性,对于应对这些挑战至关重要.
- 失败展示 (EoF) 课堂模式旨在培养这种思维方式.
研究的目的:
- 通过课堂行动研究 (CAR) 完善失败表现 (EoF) 课堂过程.
- 促进医疗实习生发展成长思维方式.
- 通过建设性地利用失败经验来改善学习环境.
主要方法:
- 在一所大学医院进行了两轮课堂行动研究 (CAR).
- 医疗学员在EoF课堂上参与反思方法和小组干预.
- 数据收集涉及课前和课后问卷 (包括思维方式尺度) 和焦点小组.
主要成果:
- 第一个周期确定了需要一个安全,鼓舞人心的氛围和合适的安排来分享失败的需要.
- 循环II实施了调整,包括非判断性语气和灵活的日程安排,从而改善了思维方式得分.
- 该研究表明,辅助课程对学员发展和成长思维有积极的影响.
结论:
- 在医疗环境中,失败经历是不可避免的,并作为有价值的学习机会.
- 经过培训的辅导员的EoF课堂是培养成长心态和认知灵活性的有效工具.
- 该研究推持续的辅导员和专业培训,以实现最佳的项目成功.
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